1: What can we learn from Education reform,- 1.1: Education reform as a response to change,- 1.2: Reform as an idiosyncratic event,- 1.3 Reform as a response to common factors,- 1.4: Reform as an International concern,- 1.5: Common emphases of reform,- 1.6: Reform as a process from which we can learn,- - 2.1: The international baccalaureate organization and its programmes,- 2.2: Authorization to offer an IB programme,- 2.3: How the IBO has contributed to educational schools,- 2.4: Case studies,- 2.5: Key factors of successful reform from IBO experience,- 2.6: Are there common factors,- 2.7: Conclusion,-- 3: Education reforms in England and Wales,- 3.1: Introduction,- 3.2: The nineteenth Century background,- 3.3: 1900-1944: Towards secondary education for all,- 3.4: 1945-1951: Education reforms under the labour government,- 3.5: Conservative governments 1951-1964,- 3.6: The schools council for curriculum and Examinations 1964,- 3.7: Education reforms 1964-1970,- 3.8: Education under the conservatives 1970-1974,- 3.9: Education reforms under labour 1974-1979,- 3.10: The education counter-reformation 1979-1997,- 3.11: Current reforms,- 3.12: What kind of progress has been made to reform some of the problems outlined above,- 3.13: General conclusion,- - 4: A global Endeavour: Education for all,- 4.1: Foreword,- 4.2: Addressing a global challenge,- 4.3: The jomtiem declaration,- 4.4: The jomtien targets,- 4.5: Implementation and achievement,- 4.6 : Implementation and achievement 2,- 4.7: the first ten years of EFA,- 4.8 : Into the dakar decade: 2000 and beyond,- 4.9: Targeting the gender lens of the 2003/04 monitoring report,- 4.10: The quality imperative,- 4.11: The challenge to act,- - 5: What we've learned in the small school movement,- 5.1: Balanced agendas,- 5.2: Issues of
EAN/ISBN : 9781402046681
Publisher(s): Springer Netherlands
Format: ePub/PDF

Author(s): Hughes, Phillip